Disenchantment and Participatory Limits of Compulsory Education: Lessons from Southwest China

Autor/in	Wu, Jinting
Titel	Disenchantment and Participatory Limits of Compulsory Education: Lessons from Southwest China
Quelle	In: Compare: A Journal of Comparative and International Education, 42 (2012) 4, S.621-645 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2012.672254
Schlagwörter	Compulsory Education; Ethnography; Foreign Countries; Educational Policy; Rural Schools; Educational Quality; Ethnic Groups; Student Attitudes; Academic Persistence; Dropouts; Educational Change; Middle Schools; Educational Practices; China + Suchen Sie Ihr Suchwort? Schulpflicht; Ethnografie; Ausland; Politics of education; Bildungspolitik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Quality of education; Bildungsqualität; Ethnie; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Bildungspraxis
Abstract	Despite the state's unrelenting efforts to enforce compulsory basic education, schooling in rural ethnic China remains an elusive ideal that leads to massive dropout and prepares many only for factory sweatshops. Based on 16 months of ethnographic research, this article examines the disjuncture between the official education policy known as the Two Basics Project (TBP) and the lived practices and beliefs observed in two rural ethnic communities. It investigates how students' disenchantment and withdrawal from school challenges compulsory education as a fragile universalist attempt at social progress. Instead of merely examining what factors contribute to the policy failure, the analysis questions the very "progressive" ideals and teleological visions at work in China's educational programming, and challenges binaries such as literacy/illiteracy, cultured/uncultured, modernity/traditionalism. (Contains 26 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10